Abstract

PAVON, Zenahir Siso  and  FERNANDEZ, Luigi Cuéllar. The Relationship Between the Conceptions of Nature of Science and Technology, and the Teaching and Learning of Sciences of Practicing Chemistry Teachers. A First Approach to the Teacher's Conceptual Scheme. Rev. Fac. Cienc. Tecnol. [online]. 2017, n.41, pp.17-36. ISSN 0121-3814.

This article provides an approach to the conceptions of Nature of Science and Technology (NST) and of the teaching and learning of sciences of five middle-school chemistry teachers from Chile, aiming to understand the connection between these categories.

A semi-structured interview based on eight defined categories was conducted using an analysis model that considers the variations between an informed and an uninformed conception. Interviews were coded and categorized using the NVivo V.8 software, and an initial descriptive analysis was designed to interpret and establish connections for the presentation of the irreducible conceptions that characterize the conceptual scheme of teachers.

As the main results in the two cases under study, we found that, according to the teachers' pecepcion, there are no defined positions regarding the NST or the teaching and learning of science, given that their conceptual schemes lack epistemological coherence. We were also able to identify some strong nuances and interesting tensions between the two dimensions of research with respect to constructivist-relativist/empiricist-realist positions, emphasized in the epistemological and didactic fields, in which their scope and two-way relations are in a conceptual foreground.

This is related to an absence of reflective, theoretical analysis about their conceptions and suggests the need to generate spaces for training and reflection where such conceptions can be changed into others closer to the scientific education that is required today.

Keywords : Nature of Science and Technology; teaching of science; learning of science; science education; teacher's conceptions.

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